EQuIP Review Feedback

Transcription

1 EQuIP Review Feedback Lesson/Unit Name: What's the Matter? Content Area: English language arts Grade Level: 3 Dimension I Alignment to the Depth of the CCSS Overall Rating: E Exemplar The lesson/unit aligns with the letter and spirit of the CCSS: Targets a set of grade-level CCSS ELA/Literacy standards. Includes a clear and explicit purpose for instruction. Selects text(s) that measure within the gradelevel text complexity band and are of sufficient quality and scope for the stated purpose (e.g., presents vocabulary, syntax, text structures, levels of meaning/purpose, and other qualitative characteristics similar to CCSS grade-level exemplars in Appendices A & B). Integrate reading, writing, speaking and listening so that students apply and synthesize advancing literacy skills. (Grades 3-5) Build students content knowledge and their understanding of reading and writing in social studies, the arts, science or technical subjects through the coherent selection of texts. Targets Standards: The lesson clearly identifies a series of targeted standards, all of which are central to instruction and aligned to multiple products: two Language standards L.3.3 and L.3.4; three Speaking and Listening standards SL.3.1 A-D, SL.3.4, and SL.3.5; two Reading Information standards RI.3.4, RI.3.3; and one writing standard W.3.2. The unit also identifies three more supporting standards, including RI.3.1, RI.3.10, and RI.3.7. Finally, there are several NGSS and Louisiana Science GLEs provided. Includes Clear and Explicit Purpose: The unit is clearly focused on close reading of content-specific text. The developer states the purpose of the lesson is "to exemplify shifts in ELA 3rd grade science and social studies," with a strong emphasis on close reading of text. Additionally, the unit serves to develop speaking and listening skills and content. The unit's overview states, "This unit is designed to use the CCSS Speaking and Listening Standards to build content knowledge about conditions under which matter changes physical states... Students will read a text source that explains how clouds and fog are similar and how they are different phenomena." The unit is tightly woven around gaining knowledge and developing speaking/listening skills. The activities are scaffolded around various speaking products as well as a couple of written products. In addition to the focus provided by the Common Core literacy standards, the following essential questions drive student learning: (1) What is the difference between fog and clouds and why it important to know about these different states of matter? (2) Why is it important to understand the properties of fog and how it affects humans? (3) How has science helped humans prepare for the conditions that clouds and fog create? (4) How do different media sources (TV, photographs, and social media) and different genres (fiction, nonfiction) affect the way we understand how states of matter affect humans? Text Complexity Grade-Level Band: Tresselt's fiction text "Hide and Seek Fog", Bradbury's "The Fog Horn, and two articles related to fog and clouds are included (one from NASA and one from National Geographic). These texts are appropriate challenges for third grade readers. The Tresselt fiction is related to the concept of how the physical state of fog affects objects and humans, while the Bradbury text is used throughout the unit for daily fluency practice. The student Expert Pack also includes other related complex informational texts. Integrated Reading, Writing, Speaking and Listening: The unit's emphasis on speaking and listening helps support students as they move through the reading of complex texts, write responses to texts, and then discuss in well-planned discussions and presentations.

2 Grades 3-5 Builds Content Knowledge: As stated, "this unit is designed to use the CCSS in Speaking and Listening to build content knowledge about conditions under which matter changes physical states." In addition, it also "addresses how these changes in matter are related to weather events and how this information can be used to address questions about these weather events." Recommendations: The standards are not listed together in order of standard strands, one has to wonder if the standards are listed in the order of the strengths of the unit. Some rational to help interpret the reason for this may shed light on what the developer deems as the most important learning from the unit. Dimension II Key Shifts the CCSS The lesson/unit addresses key shifts in the CCSS: Reading Text Closely: Makes reading text(s) closely, examining textual evidence, and discerning deep meaning a central focus of instruction. Text-Based Evidence: Facilitates rich and rigorous evidence-based discussions and writing about common texts through a sequence of specific, thought-provoking, and text-dependent questions (including, when applicable, questions about illustrations, charts, diagrams, audio/video, and media). Writing from Sources: Routinely expects that students draw evidence from texts to produce clear and coherent writing that informs, explains, or makes an argument in various written forms (e.g., notes, summaries, short responses, or formal essays). Academic Vocabulary: Focuses on building students academic vocabulary in context throughout instruction. Increasing Text Complexity: Focus students on reading a progression of complex texts drawn from the grade-level band. Provide textcentered learning that is sequenced, scaffolded and supported to advance students toward independent reading of complex texts at the CCR level. Building Disciplinary Knowledge: Provide opportunities for students to build knowledge about a topic or subject through analysis of a coherent selection of strategically sequenced, discipline-specific texts. Balance of Texts: Within a collection of gradelevel units a balance of informational and literary texts is included according to guidelines in the CCSS (p. 5). Read Text Closely: Reading complex text closely is a central part of this unit as students are asked to return to text multiple times as they move to independent reading. The unit also provides insight about their approach to close reading in the overview and includes information as well as a graphic to make the developer's methods clear. The unit provides many different types of note-catchers, graphic organizers, and questions along with different sections of text to reread over days. The unit is organized among three common texts with work to organize and build ideas and knowledge over time. Text-based Evidence: The unit provides many opportunities for students to use text-based evidence. In the overview, a chart breaks text dependent questions into two parts: purposeful sequencing and speaking and writing. Throughout the unit, students are gathering textual evidence to use in their final summative assessments. They are also asked to look at specific passages/words in their daily lessons. For example, in lesson 3, the question states, Based on what these paragraphs say, why do you think the National Oceanic and Atmospheric Administration (NOAA) scientists are studying fog? Lesson 4 then adds, "Students are also expected to write where they found their information to answer the question in the page and paragraph section of the table." Additionally, throughout the unit, students are expected to cite the paragraph and page number where they locate evidence. Writing from Sources: Students are expected to write routinely throughout, producing notes, responses, and speculations (consider lesson #3 for example) - in addition to the summative explanatory and narrative writing assignments - throughout the unit in preparation for their TED talk. In addition, as they read, they are looking and gathering textual evidence which is required for both of the summative assignments. In fact, at multiple points, students must write from sources including graphic organizers, cue cards, notes, and text dependent questions. Academic Vocabulary: Vocabulary is integral to this unit as it is part of the foundation of critical reading. The unit identifies tier 2 and tier 3 academic vocabulary words and incorporates these words into the day to day instruction moving from connecting to processing and then to vocabulary usage to provide as much exposure as possible leading to learning and acquisition. The attention to vocabulary in context occurs when addressing

3 Balance of Writing: Include a balance of ondemand and process writing (e.g., multiple drafts and revisions over time) and short, focused research projects, incorporating digital texts where appropriate. core academic terms (radiation, advection, vapor, etc.) as well as when students examine the core texts, considering the words "creeping, creeping" in "Hide and Seek Fog" (as addressed in lesson #4). The ELL piece also included a word wall as well as pictures to help illustrate some of the content specific vocabulary. The students are held accountable for continuing to use the vocabulary words as they must use three vocabulary words in their paper on the essential question. Increasing Text Complexity: The unit increases in complexity in texts as well as the tasks growing in complexity. The Expert Pack texts also increase in complexity moving from photos to increased text complexity, carefully scaffolding activities to move students from dependent to independent reading as they grapple with complex text. Building Disciplinary Knowledge: Throughout the unit, students are building their knowledge related to science (weather) as they learn about states of matter as well as about weather and how the weather impacts human lives. Balance of Texts/Writing: Unit texts are primarily informational, but the unit also leverages a literary text by Ray Bradbury for fluency practice related to fog. The Expert Pack also contains additional informational texts. Likewise, throughout the unit, students are writing in preparation for completing their group project--a TED talk. This includes writing scripts/cue cards. The two main summative assignments at the end of the unit include a narrative writing from the point of view of the frog as well as a response to one of the essential questions. Recommendation: In lessons #5 and #10, including opportunities for process writing - editing and revising - would increase and reinforce the ideas of writing as a process and allow opportunities to increase an authentic inter-disciplinary grammar/diction awareness. Dimension III Instructional Supports The lesson/unit is responsive to varied student learning needs: Cultivates student interest and engagement in reading, writing and speaking about texts. Addresses instructional expectations and is easy to understand and use. Provides all students with multiple opportunities to engage with text of appropriate complexity for the grade level; includes appropriate scaffolding so that students directly experience the complexity of the text. Focuses on challenging sections of text(s) and engages students in a productive struggle through discussion questions and other supports that build toward independence. Integrates appropriate supports in reading, writing, listening and speaking for students who are ELL, have disabilities, or read well below the grade level text band. Cultivates Student Interest and Engagement: Each day begins with a daily essential question - as well as a making-meaning question - that help create student interest and engagement. In addition, there are other activities including games, videos, slides, and a gallery walk to increase student excitement about the learning. Addresses Instructional Expectations/Ease of Use: The unit is easy to follow and contains various folders with many supports. In addition, the inclusion of teacher and student lessons helps make this easy to follow and use--by a novice or veteran teacher. Lessons are sequential but also flexible for individual use. There are numerous and specific directions and notes for teachers--including what to "say" and "when to wait." In addition, the teacher notes include how to respond to the "scholars" as they return from their "working groups." This attention to detail strengthens the value of this rubric. Multiple Opportunities to Engage With Text: The scaffolded (highly and minimally) texts and the fluency passage provide support and access to the text.

4 Provides extensions and/or more advanced text for students who read well above the grade level text band. Include a progression of learning where concepts and skills advance and deepen over time (may be more applicable across the year or several units). Gradually remove supports, requiring students to demonstrate their independent capacities (may be more applicable across the year or several units). Provide for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection. Integrate targeted instruction in such areas as grammar and conventions, writing strategies, discussion rules and all aspects of foundational reading for grades 3-5. Indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence and motivation (may be more applicable across the year or several units). Use technology and media to deepen learning and draw attention to evidence and texts as appropriate. Focuses on Challenging Sections: The texts are complex (including structure and vocabulary) but the lessons/activities encourage returning to the texts multiple times to struggle and then succeed. Each lesson begins with the fluency section, including teacher reading and choral reading, to help students practice fluency. In addition, the lessons include activities that help students work through the text (turn and talk, find evidence, highlight, now go back and add to your notes). Integrates Supports: The unit includes two types of scaffolded texts to support challenged learners (highly and minimally scaffolded). The overview also includes notes for teachers about places/areas students may struggle, including vocabulary (content specific Tier III words), text structure, and knowledge demands. In addition, the ELL folder contains a semantic feature map, images related to fog, and a word wall to help support students. Provides Extensions for advanced students: Although this is not specifically stated within this unit, the variety of activities and strategies seem to provide allowance and challenges for more advanced students. Includes Progression of Learning: The unit is tightly sequenced and scaffolded. Each day starts with a fluency practice, and then uses the Engage, Explore, Explain, Elaborate model to help students move toward independent work and reading. Gradually Removes Supports: Removing support gradually happens not only within each lesson (students eventually produce some sort of exit ticket at the close of each lesson) but as well as within the overall unit. Integrates Grammar, Writing Strategies, and Discussion Rules: This is not a major part of this unit, but there are mentions of writing in complete sentences as well as using adjectives for character story. The protocols for group work and peer review of writing are included, as well as the Socratic circle. Although the writing process is not emphasized as strongly as some other units, the oral peer support/feedback seems to suffice for helping students move through the writing process. Independent Reading: The unit indicates how students are accountable for independent reading as they gather notes and textual evidence for each daily activity and for the two final summative assignments. Use of Technology and Media: The unit requires a TED talk. The folder on the Expert Pack includes materials and guidelines, including a graphic organizer, to help students film and then sign up to present their talks. Recommendations: The unit does not provide an additional text for advanced learners, though it does provide leveled texts which are minimally and highly scaffolded. Perhaps including direction about how these may be used, or the original text itself only for advanced readers, may help to satisfy this criteria. Also, the unit does not include specific instruction around grammar and discussion rules, but those objectives are implied by the materials. In lesson 7, a juicy sentence is named in which students pull out information to differentiate between fog and clouds. Perhaps identifying another juicy sentence with precise language which could be played with could help to more fully target standard L.3.3.

5 Dimension IV Assessment The lesson/unit regularly assesses whether students are mastering standards-based content and skills: Elicits direct, observable evidence of the degree to which a student can independently demonstrate the major targeted grade-level CCSS standards with appropriately complex text(s). Assesses student proficiency using methods that are unbiased and accessible to all students. Includes aligned rubrics or assessment guidelines that provide sufficient guidance for interpreting student performance. Use varied modes of assessment, including a range of pre-, formative, summative and selfassessment measures. Elicits Observable Evidence: By the end of the unit, students complete two summative writing assignments: a narrative writing explaining the difference between clouds and fog from the point of view of the frog and a response to one of the essential questions. These must include evidence from the texts. Unbiased and Accessible Methods: For the TED talk assignments, students self-score as well as peer score. The materials and activities are unbiased and accessible to all students, particularly since the unit also includes accommodations for challenged readers. The unit overview also provides notes for teachers about areas where students may struggle in terms of vocabulary, text structure, and knowledge demands. This addition can increase teachers' awareness before starting the unit. Includes Rubrics and/or Guidelines: The final summative writing assignments include rubrics and guidelines about the expectations. In addition, the unit contains examples of "exemplar" student work for both the analytic/narrative writing and the informational/explanatory writing. Both of these rubrics are adapted from the PARCC writing rubric. A rubric for the TED talk is also included within the lessons in the folder called "Expert Pack." The TED talk is self-scored, as well as peer-scored, and is focused on student presentations. Uses Varied Modes of Assessment: The unit includes formative and summative assignments, including shorter pieces of writing, speaking and listening activities, a formal presentation/product, and two main pieces of summative writing. Summary Comments Overall, the unit not only nicely models an integrated approach to literacy in content classes, but also, the unit provides appropriate supports and scaffolding for EL students. As such, the unit clearly meets the criteria for the EQuIP Call to Action. The strength of this unit lies in the close reading of complex texts, building students' content knowledge and foundational skills, as they progress through a carefully sequenced and scaffolded range of lessons and activities. Nothing is extraneous, as everything in the unit is closely tied to what students will be able to do not only each day, but also by the end of the unit, including reading, writing, speaking, listening, vocabulary, and research. Speaking and listening skills are essential and range from informal discussions to formal presentations---however, they are not just extraneous activities. Instead, they help to build student skills and confidence level in order to become stronger readers, writers, and speakers. Writing and discussion is rooted in the text, which gives focus as well as helping support and advance students. The unit is framed with four essential questions, and both culminating tasks for students are related to learning and instruction throughout the unit. The framework for each lesson (Engage, Explore, Explain, Elaborate, Exit) is clear and easy to follow, and yet it helps support students through critical reading and a variety of speaking and listening skills, building on their independence. The myriad details of instructional notes for teachers, help make this an exemplar unit. One small editing detail: Lesson 5 refers to a letter draft rather than a narrative--and it states something about "friendly letter writing."

6 Rating Scales Rating Scale for Dimensions I, II, III, IV: 3: Meets most to all of the criteria in the dimension 2: Meets many of the criteria in the dimension 1: Meets some of the criteria in the dimension 0: Does not meet the criteria in the dimension Overall Rating for the Lesson/Unit: E: Exemplar Aligned and meets most to all of the criteria in dimensions II, III, IV (total 11 12) E/I: Exemplar if Improved Aligned and needs some improvement in one or more dimensions (total 8 10) R: Revision Needed Aligned partially and needs significant revision in one or more dimensions (total 3 7) N: Not Ready to Review Not aligned and does not meet criteria (total 0 2) Rating Descriptors Descriptors for Dimensions I, II, III, IV: 3: Exemplifies CCSS Quality - meets the standard described by criteria in the dimension, as explained in criterion-based observations. 2: Approaching CCSS Quality - meets many criteria but will benefit from revision in others, as suggested in criterion-based observations. 1: Developing toward CCSS Quality - needs significant revision, as suggested in criterion-based observations. 0: Not representing CCSS Quality - does not address the criteria in the dimension. Descriptor for Overall Ratings: E: Exemplifies CCSS Quality Aligned and exemplifies the quality standard and exemplifies most of the criteria across Dimensions II, III, IV of the rubric. E/I: Approaching CCSS Quality Aligned and exemplifies the quality standard in some dimensions but will benefit from some revision in others. R: Developing toward CCSS Quality Aligned partially and approaches the quality standard in some dimensions and needs significant revision in others. N: Not representing CCSS Quality Not aligned and does not address criteria.